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 To understand the philosophies and practices for intervention design and implementation at Bay View Elementary School.  To understand intervention processes and protocols for students requiring additional support. Goals for Session

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 Relationship between the Response to Intervention process and the eligibility of a student for services.  Ensures that a variety of assessment tools are used to screen students and determine eligibility. The Why: IDEA

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 Florida’s Positive Behavior Support Project: RtI for Behavior (University of South Florida)  Behavioral Intervention Guide for Response to Intervention (The School District of Lee County) Research MTSS

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 verb (used without object), in·ter·vened, in·ter·ven·ing.  1. to come between disputing people, groups, etc.; intercede; mediate.  2. to occur or be between two things.  3. (of things) to occur incidentally so as to modify or hinder: We enjoyed the picnic until a thunderstorm intervened. Intervention

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 Open to all students  Not everyone knows the RtI process  Homeroom teachers need to be involved  Meetings don’t happen fast enough  Guidelines are not followed equally  Teachers are being questioned  A daunting process What do you say about former RtI team process?

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 Each Team will receive a Scenario.  Read the Scenario  Dialogue about the possible next steps  Share with the group Scenarios

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A child has been receiving intervention for four marking period cycles. Progress is minimal for the student and progress monitoring data is flat. The student has moved from Tier II to Tier III support and has an SSP to monitor progress. The data collected to monitor the SSP (8 weeks) has still demonstrated no progress. What is the next step? The Flat Liner

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A child has moved from Yellow Zone with Tier II support for behavior to the Red Zone. This Tier II support included Check-In/Check-Out (CICO) and targeted social skill instruction. What do you do next? Zone Jumper

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A student just moved into BVES. After receiving initial screening for classroom placement, the homeroom teacher immediately sees that the child is not able to read grade level text. What is the next step? The Mover

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A student scores 100% on his math pre-test. The student’s Scantron score is in the advanced range for math and proficient range for reading. The teacher has noted minor behavioral concerns in the classroom including: calling out and questioning the teacher. What is the next step? The High Achiever

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A PK student is presenting with multiple sound errors. The student is difficult to understand in conversations with peers and staff. This makes it difficult to assess the students’ academic skills. What do you do next? The Lisp

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A child has chronic absenteeism and has resulted in low academic performance in both reading and math. Due to attendance, the student does not currently receive intervention. What is the next step? The Empty Chair

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A student performs Intensive on the fall reading benchmark assessment but seems to do well in the classroom and on other assessments. What is the next step? RED in Inform

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Six weeks into the school year, a student in your classroom is still not responding to classroom expectations. As a result, the student has received multiple MIRs and has been referred to the office twice. What do you do next? Here we go.

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 Management through Wiki

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 “New process is timely and allows us to put a focus on activities to help each student.”  “I like that teachers are having discussions about students. We know our age group and can support students with effective strategies for their academic and behavioral needs.”  “We are using data to make our decisions and support students movement through the pyramid.”  “Students are responding to our plans!!!” The Results

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 Reintroduce the process to Teams  Continue to Monitor the process Next Steps